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Descriptors:
Information Sources; Stakeholders; Statistical Analysis; Foreign Countries; Internet; Printed Materials; Marketing; Information Systems; Researchers; Role Models; Agricultural Production; Identification; Questionnaires; Incentives; Economics; Workshops; Agricultural Occupations

Abstract:
Purpose: To identify and review production and marketing information sources and flows for smallholder cashew (Anacardium occidentale L.) growers in Tanzania and recommend systems improvements for better technology uptake. Design/methodology/approach: Two-stage purposive samples were drawn. First, two districts in the main cashew producing areas, one with significant research investment and good marketing infrastructure and the other a counterfactual. Second, two villages were purposively selected from each district to provide the maximum contrast of variables pertinent to the study. Field data were collected using a semi-structured, open-ended questionnaire complimented by field verification and a wrap-up stakeholders' workshop. The data were analysed using chi-square test and the orderly probit model. Findings: Sources of information and flows varied between districts and villages. For production, the most reliable sources were role model farmers (RMFs), extensionists, radio, on-farm demonstrations, researchers, cashew development centres (CDCs), print media and mobile phones in order of popularity. RMFs, radio programmes, extensionists, interactions with researchers, CDCs and print were the main pathways. For marketing, primary society notice boards, radio announcements, RMFs, extensionists, mobile phones and print were listed in order of popularity. Print media was the least popular due to a low level of literacy among growers. RMFs were popular actors in the information systems irrespective of social-economic background. Practical implications: Policy change and additional resources are required for improvement of existing information systems. Additionally, incentive structures that will enhance and sustain continued investment in cashew production should be emphasized. Originality and value: This is the first attempt in the Tanzanian cashew sector to analyse and link social economics of growers with information sources, communication channels and technology uptake. (Contains 7 figures, 4 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Discourse Analysis; Internet; Comparative Analysis; Printed Materials; Catholics; Court Litigation; National Security; Newspapers; Foreign Countries; Editing; Churches; English; Legislation; Censorship; Islam; Language Usage

Abstract:
This article examines the coverage in three Malaysian newspapers on an issue popularly known as the "Allah" issue. In 2009, the Catholic Church took the Malaysian government to court over the right to use the word "Allah". In a landmark court decision, the Church was given the right to use the word "Allah" in the Catholic newsletter "The Herald". However, this decision was appealed by the government, there was a stay order on the decision, and many protests took place over this issue. Editorials of three important English newspapers chosen for their popularity and different stances in writing were chosen to examine the manner in which this controversial issue was handled. The method employed in the analysis was Critical Discourse Analysis as used by van Dijk (2005). The Malaysian print media faces some challenges in the form of the Printing Presses and Publications Act, 1984 (PPPA). The Act requires print media to apply for their licenses annually and are subject to censorship by government authorities who can revoke their licenses if news items are seen as a threat to national security. Two print newspapers, one aligned to the government ("The Star") and another private and independent one ("The Sun") were chosen. The third is a web news portal which is relatively free from the PPPA and is therefore more vocal in its writing. The analysis shows that caution is exercised by the government affiliated paper, a more judicial approach is taken by the independent paper, and the web portal is very antigovernment in its stance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Linguistics; Foreign Countries; Speech; Second Language Learning; Decoding (Reading); Multilingualism; Preschool Teachers; Oral Language; Creoles; Preschool Children; Case Studies; English; French; Emergent Literacy; Printed Materials; Bilingualism; Language Usage; Classroom Environment

Abstract:
Mauritius is a multilingual island, where there is a linguistic and literacy paradox. While Mauritian Creole dominates as the spoken language of the population, English and French are the main print languages, as well as the main languages of literacy and education. In such a complex situation, preschool is an interesting terrain in which to observe children's first official introduction to the printed word. The aim of this paper is to consider the ways in which preschool teachers expose children to print and decoding skills and some of the factors shaping their choices and pedagogical practices. This paper uses data from a longitudinal case study, using an ethnographic approach, to describe and analyse the strategies used by three teachers as they expose a group of four- to five-year-olds to the printed word in a government preschool. I argue that in foreign language contexts such as Mauritius, children's exposure to the printed word is often cosmetic and educational, with emphasis on the direct teaching of some decoding skills. I also argue that the relationship that the children build with print is one of seriousness, associated with schoolwork, thus playing down the meaning-making, more playful and more entertaining functions and uses of print. This is related to local linguistic, sociocultural and educational factors. (Contains 5 tables, 10 figures and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Grade 6; Reading Materials; Science Materials; Layout (Publications); Eye Movements; Instructional Effectiveness; Cognitive Processes; Reading Processes; Visual Aids; Printed Materials; Teaching Methods; Illustrations

Abstract:
This study investigated the effects of reading a science text illustrated by either a labeled or unlabeled picture. Both the online process of reading the text and the offline conceptual learning from the text were examined. Eye-tracking methodology was used to trace text and picture processing through indexes of first- and second-pass reading or inspection. Fifty-six sixth graders were randomly assigned to one of three reading conditions (text with a labeled illustration, text with an unlabeled illustration, or text only) in a pretest, immediate posttest, and delayed posttest design. Results showed no differences for factual knowledge as a function of reading condition. However, for the transfer of knowledge at both posttests, readers of the text with the labeled illustration outperformed readers in the other two conditions, who did not differentiate from each other. Eye-fixation data showed that the labeled illustration promoted more integrative processing of the learning material, as revealed by the time spent refixating text segments while reinspecting the illustration. In addition, relations emerged between the indexes of integration of text and picture during online processing and the offline measures of factual knowledge and transfer of knowledge. Overall, in accordance with the theoretical assumptions of the multimedia principle, the study underlines the crucial role of integrative processing of words and graphics to sustain learning from illustrated text. Moreover, the study indicates that this integrative processing can be effectively supported by appropriate visual signaling. (Contains 2 figures, 3 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Foreign Countries; Periodicals; Printed Materials; Electronic Libraries; Electronic Publishing; Library Materials; Library Research; Comparative Analysis; Layout (Publications); Intermode Differences; Library Development; Sample Size; Use Studies

Abstract:
The increasing availability and prominence of e-books has led to a perception in some quarters that the requirement for physical books is decreasing, as most, or all scholarly material is openly available in digital form. Some academic administrators and librarians have suggested that it may be possible or desirable to have a solely, or predominantly electronic academic library. This study tests that assumption by randomly selecting a sample of titles from a mid-size Australian academic library and searching for suitable electronic copies. The conclusion of the paper is that a maximum of 33% of titles held by the case study library are available as e-books, and on a practical basis about 26% of titles held by the case study library could be readily obtained as e-books. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Literature Reviews; Shared Resources and Services; Consortia; Library Networks; Library Materials; Printed Materials; Archives; International Education; Program Implementation; Library Development; Information Management

Abstract:
This article undertakes a review of the literature related to shared print storage and national repositories from 1980-2013. There is a separate overview of the relevant Australian literature. The coverage includes both relevant journal literature and major reports. In the process the article traces the developments in the theory and practice of shared print storage as the rapid emergence of digital content and services became apparent. This includes the increasingly broad-scale that has emerged in the planning for future print storage. Note is also taken of the paucity of research based evidence, and the discrepancies between the literature representing the interests of professional bodies with supra-regional responsibilities and the (sometimes) lack of activity or engagement by managers of individual collections. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Emergent Literacy; Young Children; Intervention; Printed Materials; Reading; Motivation; Writing (Composition); Pretests Posttests

Abstract:
Given the ubiquitous and salient nature of environmental print, it has the potential to scaffold emergent literacy in young children. This randomised control study evaluated the effects of using environmental print compared to standard print (the same labels in manuscript form) in an 8-week intervention (30 min per week) to foster 3- to 4-year-old's (N = 73) emergent literacy skills and print motivation. At the end of the intervention, the environmental print group outperformed a no intervention control group on letter sound knowledge, letter writing, environmental print and standard print reading, print concepts, and print motivation, even after controlling for receptive language abilities. Most of these gains were sustained 2 months later. The environmental print group also outperformed the standard print group on print motivation and environmental print reading at post-test, and on print motivation, environmental print and standard print reading, and letter writing at 2-month follow-up. Environmental print may be more effective than standard print in enhancing print motivation and aspects of emergent literacy in young children due to its contextual nature. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Internet; Online Systems; Textbooks; Costs; Publishing Industry; Supplementary Reading Materials; Electronic Publishing; Introductory Courses; College Faculty; College Students; English; Computer Mediated Communication; Homework; Printed Materials

Abstract:
The story of one University of Maine student's quest for a reasonably priced textbook reveals just how complicated course materials have become as the textbook industry makes its awkward transition from print to digital. The student is Luke Thomas, a senior majoring in business on the Orono campus, who last semester took a 250-person introductory English course called "The Nature of Story." The required textbook was compiled by the professor, John R. Wilson, and published by Cengage. Mr. Wilson also asked students to purchase access to online supplementary materials that came bundled with new copies of the textbook. Total price tag for the book and an access code to get to the online system: $150. Mr. Thomas was taking the course with his then-fiancee (now wife), so he hoped to buy just one textbook they could share. The trick, though, was that each student in the course needed his or her own access code to get to the online discussion board and homework-submission system. And Mr. Thomas was told by the professor and by officials at the campus bookstore that the textbook and code came only as a package deal, meaning the couple would have to pay $300 to get the two access codes and an extra book they didn't need. In the good-old days when print was the only option, students had plenty of free or cheap ways to get required textbooks. Borrow one from a friend. Check out a copy from the library. Buy a used copy for a fraction of the price. Or rent a copy through one of several companies providing that service. But the latest textbook enhancements, which require individual access codes to get to bonus materials online, threaten to displace all of those alternatives. Most access codes are good only for a limited time, and once they are activated they can't be used by other students. In some cases, publishers charge almost as much for the access code alone as they do for a new printed textbook. It's common sense that things that are digital should be less expensive and better for consumers. But with textbooks, the underlying problem with the market is the fact that publishers get to set the price of textbooks without any input from students because students need to buy whatever they're assigned. In other areas, if students don't like the price they can go buy something else. The majority of university courses still use printed textbooks without requiring online supplements. But the use of added online materials is growing fast, and certainly faster than all-digital options, in which a printed book is cast aside completely. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
American Indians; Rural Population; Heart Disorders; Risk; Intervention; Health Education; American Indian Education; Dietetics; American Indian Culture; Well Being; Exercise; Printed Materials; Comparative Analysis; Program Effectiveness

Abstract:
The Balance Study is a randomized controlled trial designed to reduce cardiovascular disease (CVD) risk in 200 American Indian (AI) participants with metabolic syndrome who reside in southwestern Oklahoma. Major risk factors targeted include weight, diet, and physical activity. Participants are assigned randomly to one of two groups, a guided or a self-managed group. The guided group attends intervention meetings that comprise education and experience with the following components: diet, exercise, AI culture, and attention to emotional wellbeing. The self-managed group receives printed CVD prevention materials that are generally available. The duration of the intervention is 24 months. Several outcome variables will be compared between the two groups to assess the effectiveness of the intervention program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feedback (Response); Elementary School Students; Instructional Design; Learning Processes; Teaching Methods; Printed Materials; Instructional Development; Instructional Materials; Reading Materials; Electronic Learning; Educational Technology; Computer Assisted Instruction; Handheld Devices; Computer System Design; Computer Software; Computer Software Evaluation; Use Studies; Electronic Publishing; Multimedia Instruction; Usability; Comparative Analysis; Instructional Effectiveness

Abstract:
Today various types of tablet computers are used, including iPad and Android Tablets. These individual portable digital devices can be used as e-book readers to support mobile personalized learning. Though many studies have investigated e-books by targeting undergraduate students, yet less attention has been paid to children. Therefore, an Interactive E-book Learning System (IELS) was developed for elementary school students in this study. The interactive principles in multimedia learning were adopted to empower students' personalized learning experiences with e-books. Meanwhile, in order to meet student's learning needs, a group of in-service teachers were consulted for acquiring their domain expertise. Personalized learning functions, such as e-annotation and bookmarks, content searching, and learning process tracking, were designed to reinforce student learning. Two investigations were conducted for evaluation of the developed system. The first investigation was conducted with 166 elementary school students to evaluate the usability and functionality of the developed system and the feedback from the students. It was found that the usability and functionality of the developed system were well-suited for most of the students. The second investigation was to evaluate the learning effect of the developed system. The results showed that using an e-book or printed book made no significant difference to the students' reading accuracy; however, the learning process tracking technique of IELS can provide detailed logs about the actual learning processes which can be used by the system to provide further assistance to individual learner. This study concludes that such a tailor-made e-book learning system could achieve a better personalized learning experience for elementary school students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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